Anney as a Mother: A Role Dismally Played

Bastard out of Carolina is a novel written by Dorothy Allison; it is a poignant story which speaks about love, family, pain, suffering—and the ultimate price of happiness. In this story, it is seen that the pursuit of happiness sometimes may result in the pain of other individuals: particularly the protagonist's pain—which is indirectly inflicted by her own mother.The story is told by a girl named Bone (whose real name is Ruth Anne), and she tells the reader about her life, and the suffering which she had to endure at as very young and tender age.The story opens with a description of Bone's birth, her mother's coma, and the fact that Bone is an illegitimate child (Millard 155). Bone's life, of course, was interrelated with the lives of her mother, Anney, and her mother's lover, Glen. Bone would have never been who she was if it were not for her mother and mother's lover. However, given the viewpoints of her own mother, Bone's experiences were inevitable. One of the rele vant passages in the story which tells the reader an important fact that pertains to the recurring theme of the story is the following: â€Å"There was only one way to fight off the pity and hatefulness.Mama learned to laugh with them, before they could laugh at her, and to do it so well no one could be sure what she really thought or felt. She got a reputation for an easy smile and a sharp tongue, and using one to balance the other, she seemed friendly but distant† (Allison 10). Analysis of the Passage Relevance of Passage to the Story Although the story indeed, seems to be about the life of the narrator, if one does a careful analysis, it could be seen that the story primarily focuses on the narrator's relationship with her mother.Bone's life, in a sense, is largely affected by her relationship to her mother. As seen in the previous passage, Anney was not exactly a woman who has found happiness. She longs for happiness, yes, and this passage shows that Anney's search for ha ppiness amidst the â€Å"pity and hatefulness† (Allison 10) has cost her more than she would ever bargain for. This passage is particularly relevant in understanding the story, since this passage shows how Anney's search for happiness as an individual has ultimately led to the misery of her own daughter, Bone.The story is a heart-wrenching one, and if one would try to analyze the details of the story, the story is heart-wrenching, not merely because Bone was physically and sexually abused by her stepfather, but also because her mother was a woman who was not able to protect her from such events because of she was a woman who preferred to turn away from problems rather than face them head-on. It is also seen in the story that since Anney was not of much help to her daughter, Bone chose not to disclose to her the horrors which she experienced in the hands of her stepfather.In this particular line, Bone says that â€Å"I lived in a world of shame. I hid my bruises as if they we re evidence of crimes I had committed. I didn't tell Mama. I couldn't tell Mama† (Allison 113). How horrible must it be, if one cannot be able to seek help from one's own mother. Bone was not able to do so, since her mother tends to pretend that everything will turn out fine, and that they must merely laugh about their troubles before someone else laughs at them. It is, of course, necessary to state that one must not take the word laugh literally.It could mean that one must not be fazed by one's troubles, and continue to search for happiness. However, in this case, turning a blind eye in Bone's troubles did not help her at all; Anney merely made things worse for her own daughter by not asserting that Glen should treat her humanely. In the end of the story, much to the annoyance of the reader, Anney chose to be with Bone's abusive stepfather, rather than be with Bone, who is her child (Linkon 275). This ending only proves that Anney was a woman who preferred to find her own hap piness, rather than the happiness of her own child.It cannot be argued that the reader would feel a certain animosity towards her character, for how can she love the man who has continuously hurt her child? Style and Presentation of Text If one is to read the aforementioned passage carefully, it will be seen that the author is using symbolism to send her message to the reader. As discussed in the penultimate paragraph of the previous section, Anney's way of dealing with troubles has an effect on Bone's life.It is not enough to say that Anney laughed at her troubles before anyone could laugh before her—what she did was that she turned her back against these problems and refused to address them appropriately. In fact, when Bone was brought to the hospital for having broken her coccyx when Glen beat her, Anney was desperately trying to shield the fact that Bone was beaten up by anyone (Allison 113). Therefore, given this information, it could be said that when Bone stated that A nney was a woman who preferred to â€Å" learned to laugh with them, before they could laugh at her† (Allison 10), Bone actually meant something deeper.This description of Anney in the aforementioned passage is a symbolism, and must not be taken literally; it was a mere symbolism of the fact that Anney was actually a woman who preferred to convince herself that nothing was wrong, and that, perhaps by believing that nothing is wrong, then nothing would eventually be wrong. Since Anney is trying find her own happiness, she tries to escape reality, and eventually is forced to continuously hurt her child in the process. SummaryThe aforementioned passage is significant to the novel, for it tells the reader that the life of the narrator may have been different if only her mother chose to fight for her—instead of trying to shield the truth from prying eyes and claiming that nothing is wrong with their family. While it is relevant to state that Anney had loved Bone in the best way that she could, Anney, nevertheless, was not as willing to give up the man she supposedly loves. Anney knows how to fight back and protect her children, but she was not able to do so fully, for she refused to fully accept that some things cannot be laughed at.There are a lot of ways a mother could have shown her love for her child, but in many ways, the way she showed her loved in the novel was one of the most eccentric ways that could hurt one's child. In the end, she eventually realized that she had to let go of one of them, and she did let go—of her own child. However, her decision was too late, for the damage was done, and Bone would forever have memories where her own mother refused to see the light for her. Overall, the chosen passage was a good symbolism and it provides the reader with thoughtful insight regarding Bone's mother and how she has affected her life.It may not be obvious at first, but the passage is able to convey something metaphorical which is vital in understanding the life of Bone, a girl who longed for her mother to finally wake up from her trance and realize that it was time to move on instead of insisting that the family they had was real. Works Cited Allison, Dorothy. Bastard out of Carolina. New York: Penguin Books USA, Inc. , 1992. Print. Linkon, Sherry Lee. Teaching Working Class. Boston: The University of Massachussetts Press, 1999. Print. Millard, Kenneth. Coming of Age in Contemporary American Fiction. Edinburgh: Edinburgh University Press Ltd. , 2007. Print.

Special Education Lecture Notes

Ensuring Ethical Practices in the Delivery of Positive Behavior Introduction Ethics refers to questions of right and wrong. Ethical professional conduct within the field of education ultimately relates to the potential to cause harm (or benefit) to the student. Ethical conduct requires that the practitioner stay within the bounds of the ethical procedures developed for the discipline that the individual is practicing.Ethical conduct standards are based in common sense (in regards to potential harm to individuals/student) as well as cumulative knowledge, formalized as codes and standards developed by professional groups within the field that is not always obvious as a potential cause/source of harm. This information describes the ethical standards of conduct, elaborated as general themes, as they relate to behavior interventions. The Nine Organizing Themes for Understanding Ethical Practices Several professional fields have codes of ethics related to conduct with children who have beh avioral needs.In addition, there is still debate regarding how to influence the behavior of children, but Figure 3-1 of textbook (Wheeler & Rickey, 2009), summarizes the key elements that underpin ethical practice in the field of behavior management. The nine themes in Figure 3-1 are probably more powerful than reading codes of ethics because they strike at the essential core of what is really required to prevent harm and to foster positive outcome for students.It is important to internalize these themes because the understanding of these themes provides an excellent guide toward the right action in most situations involving maladaptive behavior as well as in the design of behavior plans. Behavior Interventions and Ethical Standards of Conduct Positive Behavior Supports (PBS) is very consistent with the ethical themes described in Figure 3-1 in the textbook (Wheeler & Rickey, 2009). Note the consistencies of PBS in relationship to several of the nine themes of ethics. The Functional Behavior Assessment (FBA) is a tool for determining the functional need of a behavior.PBS is proactive in the thoughtful design of behavioral environments and specifically considers the uniqueness of the individual. This includes planning with child and family involvement, including family cultural values. PBS strives to maintain student success in the most inclusive (and natural) setting possible, where the school maintains the responsibility for creating the environment for success. PBS is concerned about future independence for the student, with efforts to maintain natural consequences, as they are more relevant than artificial reward systems.PBS is concerned with using positive interventions realizing that punishment does little to teach adaptive or pro-social behavior. Finally, PBS is concerned about quality of life for the student. To this end, there is also an attempt to develop student skills and attitudes that will enhance their future adaptability to life. In other words, ideally behavior change should be durable and lasting as well as socially significant. It should have relevance across the natural settings students will encounter. Professional Organizations' Standards for Ethical PracticeProfessional groups develop ethical codes to guide the practitioners in their discipline/ field but also to reflect the group's values and mission. As such, each organization has some distinct values that they emphasize. The National Education Association (NEA) is committed to the advancing the cause of public education. This theme is reflected in an emphasis on the magnitude of responsibility inherent in the profession of teaching, particularly the obligation teachers have toward their students. Much of the NEA ethical code specifies proper teacher-student conduct.The Learning First Alliance (LFA) has the mission of improving learning for students, particularly in relationship to academic achievement. The desired outcomes are broad-based and as such, there is an emphasis on fostering school environments that are safe and supportive of learning, including a systematic approach to supporting positive behavior. The Council for Exceptional Children (CEC) is the organization charged with improving the educational outcome for individuals with exceptionalities/disabilities. The CEC code of ethics is specific to special education professionals.The Council for Children With Behavior Disorders (CCBD) is the largest division of the CEC and focuses on children/youth with behavioral and emotional problems. All the above organizations support, in some general fashion, systematic approaches to maintaining positive behavior and fostering quality of life potential for students. Conclusion Educational professional organizations have their own ethical codes and standards specific to their targeted aims, but an analysis of each organization reveals that all of them hold core values described within the nine themes discussed above.As can be seen from the codes , standards, and principles of the various educational organizations, behavior and discipline are a significant focus of ethical concern, from the level of the individual student to the level of school-wide discipline. As ethics fundamentally relates to whether professional intervention causes harm or benefit to the student, there is also the critical need to evaluate treatment methods for efficacy (effectiveness).Evidence-based treatment should be the goal of behavior therapy whenever possible. It is an ethical obligation of educators to be cognizant of the optimum methods for intervention as well as to maintain a level of training to implement the intervention with fidelity (ensuring strategies are implemented as intended). References Wheeler, J. , & Rickey, D. (2009). Behavior management: Principles and Practices of Positive Behavior Supports (2nd ed. ). Columbus, OH.  ©Ã‚  2010. Grand Canyon University. All Rights Reserved.

Definition and Examples of Dysphemisms in English

Dysphemism is the substitution of a more offensive or disparaging word or phrase for one considered less offensive, such as the use of the slang term shrink for psychiatrist. Dysphemism is the opposite of euphemism. Adjective: dysphemistic. Though often meant to shock or offend, dysphemisms may also serve as in-group markers to signal closeness. Linguist  Geoffrey Hughes points out that [a]lthough  this linguistic mode has been  established for centuries and the term dysphemism was first recorded in 1884, it has only recently acquired even a specialist currency,  being  unlisted in many general dictionaries and reference books (An Encyclopedia of Swearing, 2006). See Examples and Observations  below. Also, see: CacophemismConnotations and DenotationsCursingHow to Flatter an Audience With Euphemisms, Dysphemisms, and DistinctioPejorative LanguagePropagandaSwear Word EtymologyFrom the Greek, a non word Examples and Observations When applied to people, animal names are usually dysphemisms: coot, old bat, pig, chicken, snake, skunk, and bitch, for example.Euphemisms and Dysphemisms for DeathThere is virtually no aspect of human experience free from dysphemism. . . .Death generates such typical  euphemisms as to pass away, to pass on, to depart this life, go to ones Maker, and so on. Parallel dysphemisms would be to snuff it, to croak, and to push up daisies, since these allude graphically and cruelly to the physical aspect of death, down to breathing ones last, the death rattle, and being reincorporated into the cycle of nature.(Geoffrey Hughes,  An Encyclopedia of Swearing. Routledge, 2006)Dysphemisms and Stylistic DiscordSpeakers resort to dysphemism to talk about people and things that frustrate and annoy them, that they disapprove of and wish to disparage, humiliate and degrade. Curses, name-calling and any sort of derogatory comment directed towards others in order to insult or to wound them are all examples of dysphemism. Exclamatory swear words that release frustration or anger are dysphemisms. Like euphemism, dysphemism interacts with style and has the potential to produce stylistic discord; if someone at a formal dinner party were to publicly announce Im off for a piss, rather than saying Excuse me for a moment, the effect would be dysphemistic.(Keith Allan and Kate Burridge, Forbidden Words: Taboo and the Censoring of Language. Cambridge University Press, 2006)Gratuity and TipI used to think gratuity was a euphemism for tip until I discovered that I had got it the wrong way round, and that tip was a dysphemism for gratuity. . . . Gratuity is much older than tip, and originally meant a gift made to anyone, including an equal.(Nicholas Bagnall, Words. The Independent, December  3, 1995)Dysphemisms and SlangWhen we think of euphemisms, we think of words that are substituted because their connotations are less distressing than the words they replace. In slang you frequently have the opposite phenomenon, dysphemism, where a relatively neutral word is replaced with a harsher, more offensive one. Such as calling a cemetery a boneyard. Referring to electrocution as taking the hot seat would be another. . . . Even more dysphemistic would be to fry.(Interview with J. E. Lighter, American Heritage, October  2003)Dysphemisms in ContextA jocular approach to death is only dysphemistic if the Hearer can be expected to regard it as offensive. For instance, if a doctor were to inform close family that their loved one has pegged out during the night, it would normally be inappropriate, insensitive, and unprofessional (i.e., dysphemistic). Yet given another context with quite a different set of interlocutors, the same expression could just as well be described as cheerfully euphemistic.(Keith Allan and Kate Burridge, Euphemism and Dysphemism. Oxford University Press, 1991) Pronunciation: DIS-fuh-miz-im Also Known As: cacophemism

Understanding Essay Editing Services

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Autism Spectrum Disorder ( Asd ) - 1140 Words

According to Peterson (2013), â€Å"Autism Spectrum Disorder (ASD) is a group of neurodevelopmental disorders characterized by difficulties in social interaction and communication, repetitive behaviors, and stereotyped interests and activities† (p. 748). However, symptoms and their severity vary greatly in each child. There are three types that have been identified: Classic Autism, Asperger Syndrome, and Pervasive Developmental Disorders. The cause of autism is unknown. According to Lockwood (2013), â€Å"Childhood Autism Risk from Genetics and Environment (CHARGE) studied preschool children with autism and has shown the roles of prenatal vitamins in early pregnancy† (p.748). The findings predict that ASD might be prevented with the intake of folic†¦show more content†¦Autistic children tend to be delayed in babbling, speaking, and learning to use gestures. By age three, most children are on a pathway to learning language. They begin early with babbling, until they are saying a word or two, point out to objects they want, and turn to you when their names are called. Children who coo and babble in the first few months of life, but develop autism tend to loose these communicative behaviors. Other children experience significant language delay and don’t begin to speak until much later. When therapy is applied especially as an early intervention, most children learn to use spoken language and communicate. Children who are nonverbal learn to use different communication systems such as sign language, pictures, electronic word processors or even speech generating devices (Autism Speaks, 2015). You can look into these things, depending on your child’s needs. Leifer (2015) states â€Å"peer-related social behavior normally develops early in the preschool period, with symbolic play normally emerging by two years of age† (p.748). A child with ASD tends to have difficulty interacting with others, has flat facial expressions, avoids eye contact, dose not respond to name when called, and prefers to play alone. They may also have problems with sharing and showing their feelings. Since they have difficulty regulating emotions, their outbursts may be

The Charge of the Light Brigade Analysis free essay sample

The poem The Charge of the Light Brigade by Alfred, Lord Tennyson uses strong imagery and figurative language which creates the tone of exhilaration and the theme of honouring the qualities of the Light Brigade. With this imagery he describes the violence of the battle from the lines Reeled from the sabre-stroke / Shattered and sundered. The strong verbs like reeled, shattered, and sundered give a clear? image of? both forces fighting with their sabres. He also uses metaphors to help describe the dangers that the Brigade faced, which in turn explained the reason to honour the Brigade for their victory.Metaphors are frequently used such as jaws of Death to describe the army, the valley of Death to describe the battlefield, and mouth of Hell to describe the battle. The poets most important use of personification is giving death â€Å"jaws† that would swallow up the Brigade. A third person point of view is used throughout the poem, most probably a male, the readers think this because the war was described in a very aggressive and harsh manner, whereas a female poet would portray the subject of battle differently. We will write a custom essay sample on The Charge of the Light Brigade Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, Tennysons use of rhyme scheme with the repetition of statements and words puts emphasis on certain lines which in turn provides development for the tone. The poems structure is very fragmented, his rhymes were mainly repetition of the same word at the end of the line or the entire line itself, such as: Cannons to the? right? of them, Cannon to the left of them, Cannon in front of them. The tone of the poem is that of exhilaration, the heat of the battle. Throughout the poem, Tennyson gives? examples? of dangerous situations? and events? that the Brigade got into providing exhilaration to the battle.An example of this was when the Brigade plunged in the battery-smoke (30). This phrase shows how the soldiers helped fuel their determination. Tennysons goal was to help everyone in general realize and honour the bravery and determination of the soldiers who fought. In conclusion, the poem used a wide variety of personification, imagery, figures of? speeches, and other poetic? devices? to provide to the tone of exhilaration and the theme of honouring the Brigade. Tennyson efficiently used strong figurative language and structure to tie together the reasoning behind the theme and tone of the poem.

Ways to Reduce Global Warming

Introduction Global warming refers to â€Å"the rising average temperature of the earth’s atmosphere and oceans† (Houghton, 2004, p. 14). The rise in the temperature of the atmosphere began towards the end of the nineteenth century and is expected to continue rising. This report has been written due to the adverse effects associated with global warming.Advertising We will write a custom report sample on Ways to Reduce Global Warming specifically for you for only $16.05 $11/page Learn More Scientists have proved that increase in global warming is a direct threat to human life and all other organisms that live on the earth’s surface and water bodies. The negative effects of global warming include climatic changes which in turn reduce food supply and cause destruction to ecosystems and habitats (Maslin, 2007, p. 34). The objectives of this report are to identify the causes of global warming, to highlight the expected effects of global w arming and to identify ways of reducing global warming. The scope of this report is limited to the natural causes of global warming, as well as, the causes attributed to human activity. Additionally, the report will cover the existing and potential effects of global warming on all living organisms. Procedures The data or information used in this report was collected through a review of existing literature on global warming. Consequently, a number of primary and secondary data sources were used. The primary sources included research findings published or posted on websites of leading research institutions such as NASA. Secondary data sources included textbooks and journal articles on global warming. The information posted on research institutions’ websites was chosen due to its reliability and ease of access. Institutions such as NASA are renowned for excellent research on climatic and geological matters. Thus, their findings can be considered reliable. Similarly, information from textbooks and journal articles are reliable since they are normally verified before being published. The selected data sources dates from 2001 to 2011. The search results from websites were quite positive in terms of quantity and quality of information, as well as, ease of access. However, accessing data from textbooks and journals was limited by access restrictions to databases and libraries. Analysis of Findings Causes of Global Warming In general, the findings of the research indicate that global warming is attributed to natural phenomena and human activities. The main findings on the causes of global warming can, thus, be explained as follows.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More External Forcing External forcing are those â€Å"processes that are external to the climate, but influence the climate system† (Weart, 2008, p. 45). The main types of external forcing include volcanic activity, changes in the earth’s orbit and solar luminosity. These processes â€Å"affect the climate by changing the composition of the atmosphere† (Elliot, 2008, p. 67). Changes in solar luminosity and increase in volcanic activities in the nineteenth and twentieth century are the main causes of recent climatic changes (Weart, 2008, p. 47). Changes in the earth’s orbit have significant but slow effect on climate change. This is attributed to the fact that changes in the earth’s orbit takes place over a very long period of time. Thus, the effects might not be felt immediately. Currently, the orbit cycle is expected to be at a cooling stage which should cause an ice age. Contrary to the expectations, empirical research reveals a rapid increase in global temperatures. The sudden increase in temperatures is an indication of global warming. Particulates and Soot Volcanic activities and pollution caused by human beings releases particulates into the atmosphere. The particulates reflect sunlight away from the earth, thereby causing a cooling effect (Dinar, 2009, p. 63). The cooling effect leads to a process referred to as global dimming. Global dimming refers to a steady decline in direct irradiance on the surface of the earth. Soot can cause either cooling or warming effects. Soot usually absorbs solar radiation, thereby heating the atmosphere and cooling the earth surface (Leroux, 2005, p. 67). Greenhouse Gases Greenhouse effect occurs when â€Å"absorption and emission of infrared radiation by atmospheric gases warm the earth’s lower atmosphere and surface† (Hardy, 2003, p. 74). The main greenhouse gases that cause global warming include water vapor, carbon dioxide, ozone and methane (Metz, 2010, p. 98). The amount of greenhouse gases in the atmosphere is mainly increased by human activities such as burning fossil fuels. Increase in deforestation has also led to significant increase in the amount of car bon dioxide in the atmosphere (Saddlerback, 2009, p. 56). Greenhouse gases can also be released into the atmosphere through volcanic eruptions. Solar Activity Variations in the â€Å"amount of solar energy reaching the earth’s surface have also contributed to global warming and climate change† (Mary, 2009, p. 68). Rapid increase in solar activities has warming effects on the stratosphere. This observation has been explained by the fact that the sun’s magnetic activity normally deflects cosmic rays (Haldar, 2011, p. 79). As a result, formation of cloud condensation nuclei is reduced, thereby causing climatic changes.Advertising We will write a custom report sample on Ways to Reduce Global Warming specifically for you for only $16.05 $11/page Learn More Feedback Feedback is a situation whereby a change in one quantity leads to changes in a second quantity and vice versa (Elliot, 2008, p. 122). Thus, feedback has the potential of ampli fying or diminishing any process that cause global warming. Water vapor feedback is considered to be positive while irradiative cooling is considered a negative feedback (Laurie, 2006, p. 47). Effects of Global Warming Significant rise in global temperature will result into proportionate rise in sea levels. Thus, the precipitation pattern will change and deserts will probably expand. Intense warming is expected to occur at the Arctic, thereby causing retreat of glaciers, sea ice, as well as, permafrost (Spencer, 2005, p. 89). Increase in warming is also expected to cause extreme weather conditions such as droughts, heavy rainfall, and heat waves. Warming and the underlying changes in climate will differ from one region to another. Scientists believe that human beings will not be able to survive if the global temperatures rise above the preindustrial levels by four degrees. Additionally, other species will be extinct in most parts of the world. The climatic changes associated with gl obal warming are likely to affect human beings and other species in the following ways. Health Climatic changes are likely to cause natural disasters such as severe floods, wildfires, heat waves and storms. These disasters will cause injuries and lose of many lives in many parts of the world (Brooman, 2001, p. 93). Predicting natural disasters such as floods is often very difficult. Thus, most countries are often caught unawares, and this leads to lose of many lives and destruction of other species. Increase in air temperatures encourages spread of diseases, which further threatens the survival of human beings. Food Supply Food supply heavily depends on the weather conditions such as rainfall, temperatures and humidity. Reduction in rainfall will lower food production since crops, livestock, as well as, fish can not survive without water (NRDC, 2011). As temperatures increase, underground sources of water such as boreholes will dry up. Rivers and water reservoirs such as dams will a lso dry up. Thus, irrigation will not be possible. Lack of sufficient food supply will lead to low productivity and possibly extinction of mankind. Additionally, climatic changes are likely to affect water use. In particular, it will affect the quality, as well as, quantity of water for domestic and irrigation purposes. For instance, rising sea levels can cause contamination of coastal groundwater. Costs Climatic changes are not only costly to cope with, but also require a lot of time to manage. Disasters such as floods and wildfire cause destruction to infrastructure and property (Leroux, 2005, p. 117). Repairing the damaged infrastructure or building new ones normally cost a lot of money which might not be readily available. Besides, natural disasters attributed to climatic changes normally disrupt economic activities.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The injuries and diseases caused by such disasters also increase medical expenses. As food production decline due to changes in climate, the cost of food tends to increase. Additionally, many countries have had to set aside a significant amount of their financial resources to cater for any disasters that might arise from climatic changes. Land Use Global warming is expected to significantly change or limit land use. Precipitation will increase as the atmosphere holds more water due to warming. Land ices such as glaciers, and ice sheets will rapidly melt as global warming intensifies. Water from the melting ice coupled with expansion of sea water will lead to arise in sea level. The resulting impact will be a reduction of land surface area as water occupies more land space (Andress, 2010, pp. 51-64). Besides, the draughts caused by climatic changes will make a better part of land inhabitable. The habitats of other living organisms will also be destroyed. Ocean Chemistry Climatic chan ges will affect the ocean chemistry in a number of ways. For instance, it is likely to increase or decrease the salinity of the ocean, the level of acidity will increase and the supply of nutrients will reduce (Ashenfelter, 2011, pp. 143-148). These changes will negatively impact organisms that live in oceans and other water bodies such as rivers and lakes. Most of the species living in water bodies will, thus, become extinct. Mitigation Strategy In general, research findings reveal that global warming can not be reduced or stopped through a single solution. Consequently, a set of strategies or approaches must be used simultaneously in order to reduce emission of the greenhouse gases that cause global warming. The following strategies can be used to reduce global warming. Improving Energy Efficiency The energy used in homes, business premises, as well as, industries for heating or cooling purposes is one of the main causes of global warming. Thus, conserving energy through energy ef ficiency technologies become apparent. Such technologies facilitate the use of less energy to get the same level of service or production (Green-space international, 2011). Examples of energy efficiency technologies include the use of florescent tubes instead of regular bulbs. Greening Transportation The emission of greenhouse gases in the transport sector grows faster than in any other sector. The rapid rise in emissions in this sector is attributed to the increase in demand for transport services in the last decade. Reducing emissions in the transport sector can be achieved by reducing the amount of petrol used per mile by encouraging the use of fuel efficient cars, trains and aircrafts (Dauncy, 2001, p. 58). By switching to the use of low-carbon fuels, the emissions in the transport sector can be reduced significantly (NASA, 2012). Vehicle miles can be reduced by encouraging walking and cycling over short distances. Additionally, a reliable and fuel-efficient mass transportation system will help in reducing the number of cars in use. Thus, carbon emission will significantly reduce. Revitalizing the use Renewable Energy This involves encouraging the use of renewable sources of energy and discouraging or terminating the use of fossil fuel. Energy sources that can be renewed include solar, wind, as well as, geothermal power (NASA, 2012). Empirical studies reveal that the renewable energy sources have the ability to meet most countries’ energy needs. The use of nuclear power should also be encouraged since it involves less emission of greenhouse gases. Forests and Agriculture Deforestation and agricultural production account for approximately thirty percent of heat-trapping emissions. Consequently, global warming can be reduced by discouraging deforestation (Hardy, 2003, p. 231). Sustainable food production methods can also help in reducing global warming. Sustainable Development Both poor and developed countries contribute to climate change through emis sion of greenhouse gases. However, the developed countries have greater resources and technologies to fight global warming than developing countries. Thus, developed countries should assist developing countries to adopt low-carbon technologies through financial assistance (Elliot, 2008, p. 156). Conclusions The objective of this report was to indentify the causes of global warming, the effects of global warming and how to prevent global warming. The main conclusions that can be drawn from the investigation are that global warming is caused by human activities and natural occurrences. Human activities such as â€Å"burning fossil fuels and natural phenomena such as volcanic eruption emit greenhouse gases into the atmosphere† (Dinar, 2009, p. 51). As a result, the atmospheric temperature increases, thereby causing climatic changes (NASA, 2012). The changes in climate as a result of global warming are a direct threat to survival of human beings and other species. In particular, such climatic changes lead to destruction of habitats, increase in the spread of diseases and reduction of food supply. Given the adverse effects of global warming, reducing emission of greenhouse gases is highly recommended (Elliot, 2008, p. 158). This can be achieved by adopting energy efficiency technologies, focusing on sustainable development and encouraging the use of renewable energy. Self Evaluation The primary sources of data helped me to focus on the research topic by providing information on the most important aspects of global warming. For instance, having realized the significance of the effects of global warming through the primary sources, I decided to concentrate on the causes, effects and solutions to global warming. The internet sources and print items such as books were the most useful. The internet sources were useful since they had the latest information while the print sources had detailed information about the topic. The mitigation strategy is the most interes ting part of the report. This is because it enabled me to realize that global warming can be reduced. Thus, human beings and other species can be saved from extinction. This report has enabled me to acquire the skills needed to plan, design and complete a report in time. Students who intend to complete a similar report in future should focus on early planning and utilizing reliable sources of information in order to succeed. Given the difficulty in accessing some secondary sources of data such as textbooks, I may use a different method of collecting data in future. For instance, I may use interviews to collect data. References Andress, C., 2010. The Effects of Global Warming on Fisheries. Review of Industrial Agriculture 37(1), pp.51-64. Ashenfelter, J., 2011. Measuring the Economic Effects of Global Warming. Review of Industrial Warming 13(2), pp.143-148. Brooman, A., 2001. The Global Climate Change. New York: John Wiley and Sons. Dauncy, G., 2001. Stormy Weather. New York: John Wi ley and Sons. Dinar, I., 2009. Global Warming: Engineering Solutions. New York: Springer. Elliot, B., 2008. The Global Warming Combat Mannual. New York: Cengage Learning. Green-space International, 2011. Climate Solutions. Web. Haldar, I., 2011. Global Warming: The Causes and Effects. New York: McGraw-Hill. Hardy, J., 2003. Climate Change: Cause, Effects and Solutions. New York: John Wiley and Sons. Houghton, J., 2004. Global Warming. London: Cambrige University Press. Laurie, D., 2006. Stop Global Warming . New York: Cengage Learning . Leroux, M., 2005. Global Warming: Myths of Reality. Boston: Springer. Mary, E., 2009. Global Warming. New York: McGraw-Hill. Maslin, M., 2007. Global Warming: Causes, Effects and the Future. New York: MBI Publishers. Metz, L., 2010. What Can We Do About Global Warming. New York: John Wiley and Sons. NASA, 2012. Global Climate Change. Web. NRDC, 2011. Global Warming Solutions. Web. Saddlerback, J., 2009. Global Warming. Boston: Springer. Spencer, C., 2005. Global Warming: Personal Solutions for a Healthy Planet. Boston: Kogan. Weart, S., 2008. The Discovery of Global Warming. New York: Harvard University Press. 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